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Researching to Inform Teaching Practice


Contributing to Educational Change as a Teacher-Researcher.  By Loraine Corrie. Published in the NZRECE Journal, Vol. 2, 1999.

Abstract

Recent world wide educational reform has resulted in teachers adapting to different  roles and responsibilities. This paper examines a case in Western Australia, and argues that it would be helpful for teachers to develop competencies that enable them to adopt a research perspective towards school-based decision making. The paper describes the process of one early childhood teacher who developed professional competencies through classroom-based action research that could enable her to contribute fully to the process of educational change. Teachers cannot be expected to develop research competencies without support, and the paper suggests that collaborative practice between university and teacher-researchers can facilitate the growth of learning for all participants.


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